Staten Island Technical HS: Opposing Viewpoints Research
Librarian: Jody Cavaliere, JCavali@schools.nyc.gov
Grade Levels: 9-12
1. Purchases made with Library REACH Funds:
4 iMac computers
computer accessories
175 customized library pens
2. Content area addressed:
9th Grade Controversial Issues Research Paper – This unit included:
9th grade TRAILS pre-test
Focus on Information Evaluation Lesson
9th grade TRAILS post-test
12th Grade Literary Analysis Research Paper – This unit included lessons on:
12th grade TRAILS pre-test
Choosing a work to analyze
Finding credible sources for literary criticism
Citations
12th grade TRAILS post-test
3. Worked with which teachers:
9th grade English/Writing teacher Mr. Patrick Misciagna
12th grade English teacher Mrs. Elizabeth Murphy
4. Title of Project(s) implemented
Opposing Viewpoints Research
British Authors Literary Analysis Research
5. Description of Lesson: 9th grade Opposing Viewpoints
Each year, Mr. Misciagna requires his students to write a research paper on a current scientific controversial issue. Students are required to submit a paper as their final product. Every 9th grader receives this class; students are taught for half the year (1 semester)
Resources Used
Encyclopedias
Books
SIRS Researcher (subscription database)
Opposing Viewpoints (free database through the New York Public Library)
The pens, with the library website information, were used as motivational prizes for highest TRAILS scores – the students loved them!
Destiny Home Page – Links were placed under a section for the teacher so that students would have easy access to online resources
Grade Level: 9
Lesson Goal: Students will be able to evaluate the objectivity of the information accessed with regard to writing a paper on current scientific social issue. How do you know the goal was achieved?
The sources used for the paper are appropriate and students use the information with the knowledge of the point of view.
TRAILS scores will be used to determine if there is improvement in the category of “Information Evaluation”
Students will share findings during the lesson and present their evaluation.
6. Tips on implementing at another school:
This lesson is easy to use and can be easily changed to cater to different needs. A variation of this lesson is used for a junior research project on controversial issues and policy making. If there are a limited number of computers, stations can be created and students can be designated a certain amount of time with each different type of resource.
Ideally, more time in the library would be beneficial. Points of focus could be a lesson on information literacy prior to taking the TRAILS assessment and a follow-up day after the lesson for just research. 7. Lessons learned:
The curriculum for the class runs on a tight schedule, so in order to implement TRAILS, I run the TRIALS codes and they are distributed in class to the students. On their own, students are required to take the pre-test before our research class and the post-test upon completion of the project. Students sign up for their TRAILS codes in class with the teacher; in this way, we can keep track of scores for results and comparisons. This enables the information to be gathered and does not require the use of class time.
This lesson is so much more effective with the additional computers. I started with 12 computers. I was able to purchase 4 computers with the grant funds, and the school then purchased an additional 8 computers. An additional 10 netbooks were used in order to enable every student to work on their own computer.
They were able to experience hands-on usage of the databases and ask questions as they worked. In this way, students can become comfortable with credible electronic resources.
8. Plans for usage of material next year:
The materials will be used the same way next year for these classes as well for every other class that requires computer use.
The students using the library during open access periods now have double the number of computers to use. The existing computers were Dell and the new purchases are Macs, so the students are now exposed to two different platforms for computer use. They are becoming proficient in different operating system. These additions have truly expanded the resources available to the school.
Additional Information: For the purpose of the REACH presentation, the focus will be on the 9th grade research; however, the grant focus also addressed Literary Analysis Research for 12th grade English classes with respect to college readiness. This unit consisted of 5 different library visits. Lesson 1: Information Literacy and TRAILS pre-test Lesson 2: Selecting a work to analyze. Lesson 3: Finding credible literary criticism. Lesson 4: Citations Lesson 5: Information Literacy and TRAILS post-test Staten Island Technical High School
Vincent Maniscalco, Principal
Writing Intensive Mr. Misciagna
Final Argument
The rapid advance of scientific knowledge has raised ethical dilemmas that humankind has never before had to address. Questions about the moment when life technically begins and ends or about the morality of genetically designing babies are now relevant and timely." (Gazzinga, The Ethical Brain).
For this essay, take a clear position on ONE of the issues related to a controversial area concerning science today (see list below) Develop your argument on this issue using plausible reasons and convincing support while anticipating opposing positions and objections. Use ONE of the following controversial areas in order to select a specific topic/issue (speak with your instructor regarding a topic that is not on this list):
Abortion
Animal rights
Euthanasia and Doctor-Assisted Suicide
Genetics issues and Cloning
Stem Cell Research
Environmental Health (e.g., pollution, climate change)
Drug issues (e.g., legalization, prevention)
Evolution versus Creation/Intelligent Design in the Classroom
Lesson Plan: 9th Grade Opposing Viewpoints Aim: How do we evaluate the objectivity of information in order to take and defend a position on a controversial issue? As students are entering the library, they will be given an opposing viewpoints worksheet. Do Now: Look at the sample situation from TRAILS (Tool for Real-Time Assessment of Information Literacy Skills). Choose one answer and write why. (See worksheet). Motivation: Discuss the question. Key questions – What is the difference between bias and opinion? Were there any facts in the passage? Were there different types of bias in the statements? What could be some motivating factors? Content: What is objectivity? Students will discuss, in their groups for two minutes, aspects that need to be considered when determining objectivity. They will record their answers on their worksheets. Each group will provide one answer which the rest of the class will also record. Answers should include but are not limited to: Who wrote the information? Is there a certain affiliation involved? Are multiple points of view represented? If online, where are the sites linking to? Are there advertisements? Who are they targeting? Go over the outline of the paper and have students write their topic. Discuss how the arguments they will research should lead to a clear thesis. Direct students to the library home page where there is a section for their class. Show students Cornell’s information evaluation and RADCAB. Show sampling of sources. Encyclopedias, Books SIRS database – Main Focus Opposing Viewpoints database Practice: Students will research and have the chance to ask questions regarding their research. Students will use the worksheets to guide their initial research. Summary: Students will write down one piece of information they found in their research. They will state whether they believe it to be an example of fact, opinion, or bias. Students will share their findings. Common Core Learning Standard Focus: W.9.1: Write arguments to support claims in an analysis.
Opposing Viewpoints Research
Librarian: Jody Cavaliere, JCavali@schools.nyc.gov
Grade Levels: 9-12
1. Purchases made with Library REACH Funds:
- 4 iMac computers
- computer accessories
- 175 customized library pens
2. Content area addressed:9th Grade Controversial Issues Research Paper – This unit included:
12th Grade Literary Analysis Research Paper – This unit included lessons on:
3. Worked with which teachers:
4. Title of Project(s) implemented
5. Description of Lesson: 9th grade Opposing Viewpoints
Lesson Goal: Students will be able to evaluate the objectivity of the information accessed with regard to writing a paper on current scientific social issue.
How do you know the goal was achieved?
6. Tips on implementing at another school:
This lesson is easy to use and can be easily changed to cater to different needs. A variation of this lesson is used for a junior research project on controversial issues and policy making. If there are a limited number of computers, stations can be created and students can be designated a certain amount of time with each different type of resource.
Ideally, more time in the library would be beneficial. Points of focus could be a lesson on information literacy prior to taking the TRAILS assessment and a follow-up day after the lesson for just research.
7. Lessons learned:
- They were able to experience hands-on usage of the databases and ask questions as they worked. In this way, students can become comfortable with credible electronic resources.
8. Plans for usage of material next year:- The students using the library during open access periods now have double the number of computers to use. The existing computers were Dell and the new purchases are Macs, so the students are now exposed to two different platforms for computer use. They are becoming proficient in different operating system. These additions have truly expanded the resources available to the school.
Additional Information:For the purpose of the REACH presentation, the focus will be on the 9th grade research; however, the grant focus also addressed Literary Analysis Research for 12th grade English classes with respect to college readiness. This unit consisted of 5 different library visits.
Lesson 1: Information Literacy and TRAILS pre-test
Lesson 2: Selecting a work to analyze.
Lesson 3: Finding credible literary criticism.
Lesson 4: Citations
Lesson 5: Information Literacy and TRAILS post-test
Staten Island Technical High School
Vincent Maniscalco, Principal
Writing Intensive Mr. Misciagna
Final Argument
The rapid advance of scientific knowledge has raised ethical dilemmas that humankind has never before had to address. Questions about the moment when life technically begins and ends or about the morality of genetically designing babies are now relevant and timely." (Gazzinga, The Ethical Brain).
For this essay, take a clear position on ONE of the issues related to a controversial area concerning science today (see list below) Develop your argument on this issue using plausible reasons and convincing support while anticipating opposing positions and objections. Use ONE of the following controversial areas in order to select a specific topic/issue (speak with your instructor regarding a topic that is not on this list):
Lesson Plan: 9th Grade Opposing Viewpoints
Aim: How do we evaluate the objectivity of information in order to take and defend a position on a controversial issue?
As students are entering the library, they will be given an opposing viewpoints worksheet.
Do Now: Look at the sample situation from TRAILS (Tool for Real-Time Assessment of Information Literacy Skills). Choose one answer and write why. (See worksheet).
Motivation: Discuss the question. Key questions – What is the difference between bias and opinion? Were there any facts in the passage? Were there different types of bias in the statements? What could be some motivating factors?
Content: What is objectivity? Students will discuss, in their groups for two minutes, aspects that need to be considered when determining objectivity. They will record their answers on their worksheets. Each group will provide one answer which the rest of the class will also record.
Answers should include but are not limited to:
Who wrote the information?
Is there a certain affiliation involved?
Are multiple points of view represented?
If online, where are the sites linking to?
Are there advertisements? Who are they targeting?
Go over the outline of the paper and have students write their topic. Discuss how the arguments they will research should lead to a clear thesis. Direct students to the library home page where there is a section for their class. Show students Cornell’s information evaluation and RADCAB.
Show sampling of sources. Encyclopedias, Books
SIRS database – Main Focus
Opposing Viewpoints database
Practice: Students will research and have the chance to ask questions regarding their research. Students will use the worksheets to guide their initial research.
Summary: Students will write down one piece of information they found in their research. They will state whether they believe it to be an example of fact, opinion, or bias. Students will share their findings.
Common Core Learning Standard Focus: W.9.1: Write arguments to support claims in an analysis.